Childminder EY547614

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children confidently explore the childminders provision, accessing a variety of age- appropriate resources that capture and build on their interests. They greet visitors with smiles and invite them to join in with their play. Children engage imaginatively in role play, making pretend cups of tea and cakes. This demonstrates how happy and safe children feel in the childminder's care. Children's behaviour is good. They listen, respond and actively participate in activities. Children share and show kindness to their peers.

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The provision is good

The childminder plans her curriculum around themes and children's interests. She organises various activities outside of her home to develop children's knowledge of the world around them. Children enjoy visits to local stately homes and gardens, where they observe changes in the seasons. They explore outdoor play areas that provide challenge to promote their physical development. Following visits to garden centres and local attractions such as themed play centres and aquariums, the childminder provides resources to further develop children's learning. Children enjoy building with construction toys, growing their own vegetables and sharing reference books. They find, name and talk about swordfish, starfish and stingrays that they have seen. Creative activities further embed this learning. Children draw octopuses, describe that they have eight legs and count them accurately.

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need to do better?

n Communication and language is an area of focus for the childminder. She creates a calm environment where children can listen and be heard. The childminder models key language, supporting children to build their vocabulary and sentence structure. She recognises the importance of using songs and stories to further develop this area. Children laugh as they sing 'Round and Round the Garden' with each other, giggling in anticipation of the tickle they receive at the end of the song. n The childminder monitors children's progress. She completes progress checks at age two, sharing children's development and next steps with parents. The childminder identifies and supports any gaps in learning, providing parents with ideas to support children's development at home. She has not yet established links with other settings that children attend to support transitions and continuity of learning. n The childminder encourages children to develop a love of books. She has a large

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need to do better?

range of both fiction and non-fiction books. Children choose to access these independently as they play. They enjoy interactive story time sessions and ask the childminder to read books again and again. Toddlers point to pictures and vocalise. They explore the sounds they can make as they imitate animal sounds. Older children recall and recreate story sequences using pictures.

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need to do better?

30 September 2025 n The childminder understands the skills children need for the next stage of their education. The daily routine provides time for children to explore, become highly engaged and concentrate on tasks. The childminder supports children's early mathematical skills. She identifies next steps in development and plans opportunities to build on previous knowledge. She models counting as babies engage in small-world play. Older children are supported to identify and sequence numbers, and they count with increasing accuracy. The childminder encourages children who are ready to begin to identify initial sounds in words. She supports children to find objects starting with an initial sound. However, sometimes, she models the incorrect pronunciation of phonetic sounds. n The childminder seeks parents' views about her provision in annual questionnaires. She uses these to help evaluate her practice. Parents say the

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need to do better?

stimulating and joyful environment the childminder creates has helped to shape their children. They say their children love spending time with the childminder in a homely space of comfort, learning and laughter. Parents state the experiences the childminder plans outside of her home contribute significantly to children's development. They say children gain an understanding of the world around them, while creating core memories that will last a lifetime. They describe the childminder as one of their children's safe people, stating she has made returning to work stress and worry free. n The childminder networks with other childminders. This provides an opportunity for children to make wider friendship groups and promotes their social skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance professional development to further improve the teaching of early phonics to ensure children who are ready gain the correct knowledge and skills to support future learning n consider ways to build partnerships with other settings children attend, to fully support children's transitions and continuity in their learning and development.

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Setting details

Unique reference number EY547614 Local authority Worcestershire Inspection number 10407962 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 22 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Redditch. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded childcare and education for children aged from nine months to four years, during term time. She also provides school holiday and occasional overnight care for children up to nine years old. She has a relevant qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

30 September 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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